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Focuses on the Internet Web site, Mathletics. Purpose of the site to
teach sports-loving children about math; Instruction on topics such as
calculating batting averages.
Schneider, J. “Casio.”T H E Journal, Oct2000,
Vol. 28 Issue 3, p108, 2p.
Features Cassiopeia A-22T designed as a handheld computing device
from Casio in the United States. Incorporation of pocket versions of Microsoft
Word, Excel, Outlook and Power Point; Account on the unit stylus-controlled
operated in Window-style environment; Partnership between Casio and Math
Resources Inc. for additional programs.
Fox, Robert. “ Math study.” Communications
of the ACM, Dec98, Vol. 41 Issue 12, p9, 1/4p.
Focuses on the effect of using computers in teaching mathematics
according to survey findings from the Educational Testing Service Inc.
Gains recorded by middle-school students who use computers for complex
mathematics; Levels of improvement registered by elementary school students
who use computers in mathematics lessons.
“Technology Tools That Address Standards.” Media &
Methods, Nov/Dec2000, Vol. 37 Issue 2, p10, 2p.
Recommends assessment and remediation software to help students
in the United States improve their academic achievement. Administration
of educational tests and measurements at the Inlet Grove High School in
Riviera Beach, Florida; Benefits of using educational technology, particularly
computers; Pressures on schools to match curricula with state standards.
Technology and Education: Articles reviewed by Tricia Geiling for Dr. Stoloff's EDU360 ECSU, Spring 1999.
Joseph, L. M. (1998). "Word boxes help children with learning disabilities identify and spell words." Reading Teacher, 54, 348-356.
Word boxes is a word recognition program that can be used in classroom settings to aide children with reading disabilities. This article explains how Word boxes work and outlines a study done using the program in an elementary school setting. The author reports successful results from his study using Word boxes and makes several constructive suggestions about how other educators can use the program as an effective classroom tool.
McKay, M. D. (1998). "Technology and language arts: Great support for every classroom!" Book Report, 17, 33-35.
Language arts stands to benefit from technology, and this article discusses several key ways teachers can make this happen. From word processors to Web software, teachers can turn software into valuable learning tools for their students. Having multiple computers for student use in all classrooms would be great, but this article reveals how even just one computer can be employed in creative and instructional ways.
Riley, R.W. (1998). "Technology for every classroom." Teaching PreK-8, 29, 8.
The E-Rate (Educational Rate) is a crucial factor in realizing the benefits of technology in all our schools. This article points out that communities need to realize the importance of technology in the classroom and pull together so that all schools get the equipment and hookups needed to utilize technology as a learning tool. Beyond having the resources, training for teachers is another necessary concern. Though progress has been made, this article reveals that work needs to be done to overcome limitations often linked to economics and demographic considerations.
Sullivan, J. (1998). "The electronic journal: Combining literacy and technology." Reading Teacher, 52, 90-93.
This edifying article describes a project arranged by a university professor and an elementary school teacher. The project combined reading, response journals, and email, and it showed that incorporating technology into classroom lessons generates positive results. Both the university students and the elementary school students had fun with and learned from the activity. Professor Ernst at ECSU has done a similar activity with students, and this article echos some of the results and thoughts expressed by her students and their elementary school counterparts.
EDUCATIONAL PSYCHOLOGY 1996-1997, ARTICLE 27 P. 159-165 reviewed
by Kim Cowles
"HOW K-12 TEACHERS ARE USING COMPUTER NETWORKS".
This article describes classroom activities using the computer. Both
the
advantages and disadvantages to computer introduction is discussed.
One of the reasons why I like this article is becuase the information
is clearly stated in an easy to comprehend manner. The article isn't
full of
technological terms that are way over my head- I could relate to what
was
being discussed!
I noticed that of all the teachers surveyed, the number one complaint
(considered a disadvantage) concerning computers was that there is
not enough
administrative support. It is stated that there needs to be more in
service
workshops and classes offered to educate the teachers-especially those
teachers
who have a phobia about computers. Those workshops also need to have
time
allotted for both direct instruction and exploration.
The article listed many activities that I found could be useful in
my own classroom one day. Some examples are: students sending their
writing
samples to professional writers for feedback, corresponding with professional
engineers for help with independent science projects, e-mailing their
pen pals, and using the internet to correspond with teachers all over the
world.
I think that this article had many practical and useful ideas to
implement into any classroom and perhaps you may want to distribute
this
article to future students within your class. I know that as a future
teacher
I always like to read other peoples ideas to try and draw ideas for
my own
class someday. By reading this article I was able to incorporate computers
into
my (future) classroom in ways I had never before considered!
Madian, Jon. "Multimedia - Why & Why Not?" The Computing Teacher,
Vol. 22 #7, April 1995 p. 16-18.
According to the author, the use of multimedia empowers students
by making lessons less teacher-centered. Students are more directly
involved and more interested. Multimedia is also adaptable to various
students' learning styles. However, the author believes switching our
reliance from textbooks to computers continues to involve students
in
impersonal, limited interactions. While he believes computer technology
has a valuable place in classrooms, he thinks that students need to
be
encourage more, not less, to interact with other individuals.
Brehm, B., Metheny, D., Decker, C., & Heidner, R. "Using Graphics
to
Teach Subtraction" The Computing Teacher, Vol. 22 #3, Nov. 1994.
This article discusses computer graphing as a way of using concrete
manipulatives for primary grade students. The authors conducted a study
using elementary students with computer software mathematics programs.
They also evaluated a control group, which did not use the computer,
but
worked with teachers. The results showed improved performance on
students' ability to find the missing addend in math problems subsequent
to working on the computer programs.
p. 36-38
Nelson, Marguerite Hansen. "Processing Poetry to Develop Literacy"
The Computing Teacher, Vol. 22 #3, Nov. 1994. p.39-41.
The author advocates using computer technology and experimental
poetry to aid students in word decoding skills. She discusses several
types of experimental peotry including "sound poems", which are composed
of nonsense syllables, and "snowballing iceograms", which involve
starting with a single letter and adding one letter per line to make
a
series of actual words. She worked with learning disabled students
but
believes this method is beneficial to a wide range of students,
improving vocabulary, reading ability, and other language arts skills.
She found students to be highly motivated and improved their language
arts skills. One type of experimental poetry, "transformations",
involves replacing words with their definitions. She noted that this
process was especially easy to do with computer technology.
HyperCard is a program designed for the Macintosh that can be integrated into any curriculum. HyperCard can be used as a presentation tool by having students create cards which can be projected onto a large screen. HyperCard gives students opportunities to plan, draw, lay out pages, solve problems, use computers, and present information orally.
#2 Maughan, Shannon, ³The ABC¹s: Baileys¹ Book House² Publishers Weekly Volume 242 number 35, Aug. 28. p.44.
Baileys¹ Book house is a reading CD-ROM from Edmark which consist of five modules where children can explore language arts skills. Edmo the clown and his talented dog humorously and skillfully illustrate prepositions by jumping over the doghouse. Voices read aloud the letters, words, and sentences and reinforce language arts by having children read-along with text.
#3 Trivette, Donald B. ³Looking Forward and Backward: Dinosaurs!² P.C. Magazine Volume 12 number 21 December 7, p.587.
Dinosaurs! The Multimedia Encylopedia by Media Design Interactive is an original CD-ROM package which incorporates digitized photos, QuickTime movies, and sound into the programs. From a Contents screen students have the option of selecting: Age of Dinosaurs, Dinosaur Directory, Story of fossils, Ask the Experts, or Dinosaur Gallery. The illustrations and pictures are large, full screen, and very colorful. Compatible with Macintosh LCII (or higher) or IBM with windows.
#4 Wiesman, Kathryn. "Internet Weather Resources for Elementary School" The Computing Teacher October 1994 Volume 22 number 2 p.43.
The internet contains information for all ages and knowledge levels.
The teacher in this article stresses the importance of using the internet
to help students study and learn about climate and weather patterns. The
internet allows them to access news articles, weather reports from local,
national, and international sources, and meteorlogical databases. Students
could access this information on a regular basis in order to plot data
in a scientific way.
The Computing Teacher
Journal of the International Society for Technology in Education, Vol.
22, No. 6, February 1995
"Dinosaurs, Computers, and Integrating the Elementary Curriculum" by
Andy Etchison
Second graders use Kid Pix and Kid Pix Companion software to present
their projects on
dinosaurs to their school and families. The teacher implements the
"Modular Learning"
approach which promotes student responsibility for learning and is
student-centered.
The Computing Teacher
Journal of the International Society for Technology in Education, Vol.
22, No. 4, December
1994/January 1995
"Multimedia Memoirs" by Rose Reissman
A teacher of multi-ethnic students who live in neighborhoods where
shootouts and untimely
deaths are common has her students use the computer for their memoirs.
For the language arts
curriculum, the students use the word processor, create "memoir" drawings,
computer graghics,
scanned photos, video transfers, multimedia animation, and maps for
their projects.
The Computing Teacher
Journal of the International Society for Technology in Education, Vol
22, No. 1, September
1994
"Saving Endangered Species - Using Technology to Teach Thematically"
Demonstrates how software can be successfully integrated into a science
unit. The kinder-
garteners use "Kids Notes" from Kidstime (Great Wave) to create and
tape record songs.
It also discusses ways to determine if software is suitable for the
classroom. Examines ways to
use a computer as a learning center for small group activities.
Blomeyer, Robert L. and Dianne Martin, eds. Case Studies in Computer
Aided Learning. London:
The Falmer Press, 1990.
This book uses specific case studies taken from various schools to
illustrate the importance and necessity of computers in education.
Jones, Ann and Peter Scrimshaw, eds. Computers in Education 5-13. England:
Open University
Press, 1988.
This reader is meant to help teachers wishing to use computers in the
classroom, taking a learner-centered approach. It is also meant to aid
in the development of creativity, problem-solving skills, and independent
learning strategies using the computer as a tool in doing so.
Roberts, Nancy, et al. Integrating Computers into the Elementary
and Middle School. New Jersey: Prentice Hall, 1988.
This book is meant to show teachers what they are able to accomplish
using computers now, and what they will be capable of doing with computers
in the future. It also gives some teaching and curriculum developing strategies
for teachers to use in conjunction with computers.
Sendov, Blagovest, and Ivan Stanchev, eds. Children in the Information
Age. Oxford: Pergamon
Press, 1988.
This book is a compilation of essays describing different computer
functions, and the necessity of learning them in order to facilitate education
now and in the future.
Sloan, Douglas, ed. The Computer in Education: A Critical Perspective.
New York: Teachers College Press, 1985.
This book is a myriad of essays compiled by 11 different scholars,
all challenging the role of the computer in education. This book raises
a number of questions concerning the potential harm computers may bring
to human development and potential.
Taylor, Robert P. The Computer in the School: Tutor, Tool, Tutee. New
York: Teachers College Press, 1980.
This book is an advocation of using computers in the field of education.
It discusses the innovations, ideas, conceptions, and misconceptions dealing
with and centering around computers, and addresses public views in relation
to the necessity of computers in the class.
Squires, David, and Anne McDougall. Choosing and Using Eduacational
Software: A Teacher¹s Guide. London: The Falmer Press, 1994: pp72-
86.
A perspective on teacher and student interactions while using computer
software. Notes the increase of group interaction and discussion, decision
making, cooperation and planning, and creativity. Also describes integration
of content areas. Discusses the important attributes of the teacher in
computer aided instruction..
Tashner, John, ed. Improving Instruction with Microcomputers:
Reading
and Resources for Elementary and Secondary Schools. Pheonix: Onyx
Press, 1984: pp. 144-146 and 189-195.
Article 1 presents an English teacher¹s view of word processing
and the positive reasons for using it in ther classroom which include:
time management, simplified editing, and learning to type.
Article 2 focused on attendance and scheduling packages for teachers.
Included positive and negative aspects of packages. Also included a list
of various packages and consideration before choosing one.
This article contains tips forwarded by readers for using microcomputers in the classroom. It includes information about notebook computers, various forms of software including geometric software and several forms of logo shareware. Sources and available discounts are also listed.
Hedley, Carolyn N. "What's New in Software? Mastery of the Computer Through Desktop Publishing." Reading and Writing Quarterly. 279-82, Sept. 1993.
This article discusses the underuse of existing computer facilities in elementary and secondary education and advocates the use of desktop publishing (Journals, Newsletters, and Books) to encourage students (and teachers) to improve communication skills through computer use.
Hunter, William J. "Can We Talk?" Writing Notebook. 43, Apr./May 1994.
This article, although primarily a review of the book Language, Classrooms and Computers, provides an interesting view of the computer as a useful tool for promoting oral and written communication skills through its use in word processing and desktop publishing.
Whitehead, Bruce M. "Classroom Computers: A New Approach." Principal. 34-6, Sept. 1993.
This article examines the disparity between computer use in elementary
and secondary classrooms, and discusses the underlying factors for this
difference. The author believes that teachers must make an attempt to learn
to use software effectively, to integrate computers and curriculum, and
to lobby for state-of-the-art computers and networks. Also examined are
the disadvantages of computer labs versus computers within the classroom
itself.
This article looks at how the use of technology has transformed four specific classroooms involved with Apple Computer Inc.'s Early Language Connections, an educational program developed by Apple for use with K-2 classrooms. A rise in motivation and achievement were universal in the four classrooms. The article cautions that merely placing computers in the classroom is not the way to implement reform; that effort must be accompanied by broad-based reform.
Buckley, Robert B. "What happens when funding is not an issue?" Educational Leadership, Vol. 53 #2, Oct. 1995. p. 64ff.
The author, principal of an elementary school in Vermont, profiles what happened when his school received a $1.1M trust fund from a local businessman/politician. The money was earmarked for upgrading the use of technology at the school. While a good portion of the fund was spent on hardware and software, the school was careful to set aside adeduate funds for teacher training, realizing that simply placing compters in the classroom was not sufficient. Now, the teachers commnicate more readily with each other through the convenience of e-mail, students are willing to compose lengthier drafts using word processing, and many different computer programs have been used to enhance learning.
Switzer, Anna. "Computer education on a tight budget? Think 'Lending Library'" Teaching PreK-8, Vol. 26 #2, October 1995, p. 64 ff
A New York City school, sensing that their one-computer-per-classroom allotment was not working, took a new approach. The schools's computer lab was well-used but the single computers in the classroom would go unused for days at a time. The school initially purchased five laptop computers, later adding four more. Teachers soon discovered the benefit of "checking out" the computers for use both in their classrooms and at home.
Strommen, Erik. "Cooperative learning: Technology may be the Trojan horse that brings collaboration into the classroom" Electronic Learning, Vol. 14 #6, March 1995, p. 32ff
The article explains how technology and cooperative learning, usually considered mutually exclusive, can actually work well together. One reason is that there is no "traditional" method of using computers in the classroom. Technology is most effective when it is used for open-ended interactive experiences. Students gathered around a monitor, taking turns, is not cooperative learning; the technology must encourage groups to discuss, debate, and decide.
Settleage, John Jr., Children's conceptions of light in the context
of a
technology- based curriculum, Science Education Sept.1995, v79,
n5, p. 535-553.
Microcomputer-based labs (MBL's) are presently used only on the college
and secondary levels. An investigation by the author was conducted, in
which an MBL was used to teach third graders about light. It involved a
light sensor connected to a computer which plotted light intensity over
time. The author was surprised to find that even without prior training
in plotting coordinates "many children developed an increasingly sophisticated
understanding of graphs and how they related to light." It was observed
that this understanding of graphs was gained not through theoretical instruction
but purely through practical use of graphs on the computer.
Fleisher, Paul, Investigating the human body: The Magic School Bus
Explores the Human Body, Technology & Learning Sept.1995,
v16, n1, p. 10-11+.
The author evaluates and reviews a variety of CD-ROM packages which teach human anatomy to elementary school children. He also provides an easy-reference chart showing, at a glance, the main features and appropriate grade levels for all of the programs. I will highlight just two of them here.
Body Park , mainly for primary, is an amusement park in the shape of a body. The pupil wanders from on attraction to the next learning about muscles at one stop, about the brain at another. It uses some challenging vocabulary.
The Magic School Bus Explores the Human Body, for grades 1-5,
depicts a class navigating a bus through a classmate's body visiting various
organs along the way. At each stop brief "reports" are given by characters
on the bus and simple anatomy games are played. The bus' location in the
body is not always clear and the sound cannot be turned off.
Wakefield, Alice P., Creating and using a database of children's
literature, Reading Teacher Dec. 1994, v48, n4, p. 366-367.
To whom does the recreational reading pupil go first to find out
about a "good book?" Another recreational reader, of course. Ms.
Wakefield tells of the advantages of having a data base available to
pupils into which they may enter information about the books they read
or from which they may find "recommended reading" as given by their peers.
The fields she suggests are as follows:
1. TITLE
2. AUTHORLAST
3. AUTHORFIRST
4. ILLUSTLAST
5. ILLUSTFIRST
6. PUBLISHER
7. COPYRIGHT (yr.)
8. SUITABLE GRADE LEVEL
9. FORMAT (picture book, beginning reader)
10. GENRE
11. THEME I
12. THEME II
13. THEME III
14. PLOT (3 sentences)
15. AWARDS
16. QUALITY POINTS (scale developed by class)
17. REVIEWER
OR use Book Worm from Apple.
Novelli, Joan, Better tools for better teamwork, Instructor Oct. 1993,
v103, n3, p. 43-45.
"Technology gives children a lot more choices, allows for different
kinds of learning and helps students develop their individual strengths,"
says teacher, George Gilmer. He prefers heterogeneous grouping (vs. ability
grouping) because it is based on what they can do rather than what they
cannot do. Technology makes this possible.
He suggests that a teacher make as many kinds of technology available
as possible allowing children to overcome roadblocks that could hamper
progress. For example, word processing could free a good writer who struggles
with penmanship. A teacher must get to know students and provide them with
experiences that respect differences. Then every child shines.